Interventional measures for the control of psychosocial issues to promote academics in public secondary schools in Migori county, Kenya

Abstract

With the prevalence of psychosocial issues in the world at large, learning institutions have been so much hit by this menace since the young generation who are the adolescents form the largest population and are normally faced with a number of challenges. Parents, teachers and education stakeholders are on the watch to ensure that the students attain better academic results forgetting the crisis that the students encounter during their study periods in schools. Most of the schools have resorted to the implementation of other strategies like punishments, introduction of resource persons in schools, a lot of revision and provision of resources with the aim of controlling the psychosocial issues in the lives of the students and this has done very little. However, there is limited information on whether interventional measures have been established as the best remedy for the control of psychological and social issues which have impacted negatively on the academic performance of the learners in the public secondary schools specifically in Migori County. One of the key objectives of the study were to explore on the measures that could best be used to control the prevalence of psychosocial issues in the public secondary schools in Migori County. This paper qualitatively explores measures that will enable the students to adjust psychologically and socially to enable them to adjust academically. The study findings challenge, teachers, administrators and other stakeholders to embrace the measures as the most beneficial measures for academic improvement. The findings may assist the government, non-governmental organizations and professional school counselors to allocate more personnel and policies for the control of the psychosocial issues in the public Secondary schools.